<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100284</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e61504</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Impactos da pandemia nas práticas educativas: currículo e tecnologias digitais numa perspectiva sócio-histórica]]></article-title>
<article-title xml:lang="en"><![CDATA[Pandemic impacts on educational practices: curriculum and digital technologies from a social perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Impactos de la pandemia en las prácticas educativas: currículo y tecnologías digitales desde una perspectiva social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voigt]]></surname>
<given-names><![CDATA[Jane Mery Richter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesce]]></surname>
<given-names><![CDATA[Marly Krüger de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100284&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100284&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com a pandemia da Covid-19, as tecnologias digitais passaram a integrar, com mais intensidade, a realidade escolar, pois possibilitaram efetivar os currículos de forma remota. O objetivo deste artigo é discutir sobre a relação dialética nas práticas educativas mediadas pelo currículo e tecnologias digitais, considerando os impactos do período pandêmico. As reflexões são baseadas nos pressupostos do Currículo e da Psicologia Sócio-histórica. Para tanto, foi realizado um estudo de abordagem qualitativa, considerando produções científicas sobre o tema. Houve um agravamento da desigualdade social e educacional. Por outro lado, houve transformações no modo de conceber as práticas educativas, uma vez que as tecnologias digitais passaram a ser condição imprescindível para que o currículo pudesse ser praticado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the Covid-19 pandemic, digital technologies began to integrate, with more intensity, the school reality, as they made it possible to implement the curricula remotely. The purpose of this article is to discuss the dialectical relationship in educational practices mediated by the curriculum and digital technologies, considering the impacts of the pandemic period. The reflections are based on the assumptions of the Curriculum and Socio-historical Psychology. For that, a study with a qualitative approach was carried out considering scientific productions on the subject. There was an increase of social and educational inequality. On the other hand, there were transformations in the way of conceiving educational practices since digital technologies became an essential condition for the curriculum to be practiced.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con la pandemia del Covid-19, las tecnologías digitales comenzaron a integrarse con más intensidad a la realidad escolar, pues posibilitaron la implementación de los planes de estudio a distancia. El objetivo de este artículo es discutir la relación dialéctica en las prácticas educativas mediadas por el currículo y las tecnologías digitales, considerando los impactos del período de la pandemia. Las reflexiones se basan en los presupuestos del Currículo y la Psicología Sociohistórica. Para ello, se realizó un estudio con enfoque cualitativo considerando producciones científicas sobre el tema. Hubo un aumento de la desigualdad social y educativa. Por otro lado, hubo transformaciones en la forma de concebir las prácticas educativas ya que las tecnologías digitales se convirtieron en una condición indispensable para la práctica del currículo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[práticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[psicologia sócio-histórica]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[digital technologie]]></kwd>
<kwd lng="en"><![CDATA[educative practices]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[socio-historical psychology]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[prácticas educativas]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[psicología sociohistórica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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